This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Paul Polanco, Gail Boldt, Lynn M. Hempel, Linda Prieto, Nohad 'Ali, Jason D. Boardman, Christopher G. Ellison, Anysia Mayer, Julie A. Dowling, and Wang Ping.
(2012). Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School, Bilingual Research Journal. This article explores local state bilingual-education policy vis-a-vis pervasive dominant-language ideologies about language-education policy and practice. State-level language-education policy, especially for English Language Learners (ELs), spans a wide range, from states that through policy legally require some form of bilingual education to states that have made bilingual education virtually impossible in lieu of English-language immersion. This research is part of an ongoing ethnographic case study of a large urban elementary school in Connecticut that explores the dissolution of a dual-language immersion program due to a school reconstitution, despite the state policy requiring bilingual education. This article examines the interwoven contexts of Connecticut bilingual-education policies, the language-education policies of the school, and how they are interpreted and enacted by teachers. We find on the one hand, official state policy calls for transitional bilingual education in specific EL contexts; on the other, the teachers within the school exhibit deficit perspectives toward bilingual education and develop erroneous perceptions about how to implement that policy, including their use of languages other than English in their classrooms. [More] Descriptors: Language Usage, School Restructuring, Bilingual Education, Second Language Learning
(2017). Understanding Bilingual Education: An Overview of Key Notions in the Literature and the Implications for Chinese University EFL Education, Cambridge Journal of Education. This article starts with a review of definitions of bilingualism. It then discusses the definition of bilingual education with its focus on the analysis of bilingual competence. It is subsequently suggested that a theoretical hard nut to be cracked in today's bilingual research is to establish the scope of discussion of bilingualism models meeting the specific needs in a specific context instead of simple acceptance of the current EFL teaching models learned from other countries or regions. [More] Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
(2013). Evaluation on Degree and Result of Bilingual Education of Business Courses in GDUFS, English Language Teaching. From the connotation of bilingual education in higher education in China, this paper analyzes the factors that may affect the quality and result of bilingual education, such as faculty and students' English level, teaching materials, curriculum system, classroom instruction, teaching quality control, as well as incentives and other factors. The paper focuses on Fuzzy-AHP model as a university bilingual education quality evaluation system, and build an evaluation index system for quality control of bilingual teaching. It also conducts quantitative analysis using analytic hierarchy process and fuzzy comprehensive evaluation on the degree of the bilingual education of business courses in Guangdong University of Foreign Studies (GDUFS), China. By selecting evaluation indicators and using analytic hierarchy process, the paper determines corresponding weight of the indicators. It also establishes sets of standard on evaluation and fuzzy relationship matrix, and conducts an empirical study on the degree of bilingual education of business courses in GDUFS. The paper has certain theoretical and practical significance for bilingualism in higher education in China. [More] Descriptors: Foreign Countries, Bilingual Education, Business Administration Education, English (Second Language)
(2008). Present State and Prospects of Bilingual Education in Xinjiang: An Ethnographic Perspective, Chinese Education and Society. This article, based mainly on specific examples from the author's ethnographic fieldwork, outlines the state of bilingual education in Xinjiang and reviews its development. First, a broad outline is presented of the overall circumstances of bilingual education in China and Xinjiang. Next is an introduction to the present state of bilingual education in Kashgar. Finally, proposals are made regarding the teaching staffs, methods, and material development and the role of ethnic mother tongues in bilingual education. [More] Descriptors: Teaching Methods, Bilingual Education, Foreign Countries, Material Development
(2011). Attitudes towards Bilingual Arab-Hebrew Education in Israel: A Comparative Study of Jewish and Arab Adults, Language, Culture and Curriculum. This study examines attitudes towards bilingual Jewish-Arab education among Jewish and Arab adults in Israel. The sample consisted of 1014 respondents who participated in a national phone survey in late 2006. Results indicate that Arabs are significantly more supportive of bilingual education in Israel than Jews. Positive attitudes regarding the importance and the status of Arabic, integration between Jews and Arabs and civil society were all predictive of positive attitudes towards bilingual education among Arab participants. The same variables, along with lower religiosity, predicted attitudes towards bilingual education among Jewish participants. Attitudes towards integration were the strongest predictors of attitudes towards bilingual education in both groups. Implications and limitations, as well as possible avenues for future research, are discussed. [More] Descriptors: Jews, Bilingual Education, Arabs, Foreign Countries
(2011). Foundations of Bilingual Education and Bilingualism. Fifth Edition. Bilingual Education & Bilingualism, Multilingual Matters. The fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels. These include: (1) defining who is bilingual and multilingual; (2) testing language abilities and language use; (3) languages in communities and minority groups; (4) endangered languages; (5) language planning, language revival; (6) the development of bilingualism in infancy and childhood; (7)bilingualism in the family; (8) age and language learning; (9) adult language learning; (10) bilinguals' thinking skills; (11) bilingualism and the brain; (12) theories of bilingualism; (13) types of bilingual education; (14) heritage language education; (15) evaluations of bilingual education; (16) minority language literacy; (17) biliteracy and multiliteracies; (18) effective teaching and learning methods in bilingual classrooms; (19) the effectiveness of bilingual education in the United States; (20) the history of bilingual education in the United States; (21) language minority underachievement; (22) bilingual special education; (23) the assessment of language minority children; (24) Deaf bilinguals; (25) the spread of English as a global language; (26) learning English as a second or third language; (27) language identity and multiple identities; (28) the politics surrounding language minorities and bilingual education; (29) assimilation and pluralism; (30) bilingualism and employment; and (31) bilingualism and the internet. [For the, " Foundations of Bilingual Education and Bilingualism. Third Edition. Bilingual Education and Bilingualism 27″, see ED453681.] [More] Descriptors: Language Minorities, Language Planning, Teacher Effectiveness, Bilingual Education
(2012). A Bilingual Education Professional Development Project for Primary Tibetan Teachers in China: The Experience and Lessons Learned, International Journal of Bilingual Education and Bilingualism. This paper examines bilingual education policies and practices in China and the interconnection and influences of the west in the new developments in bilingual education in this country. It focuses on bilingual education in Tibetan areas considering the sociopolitical context, the Tibetan tradition, and the current developments and new knowledge in the area of bilingual education. It discusses the challenges and limitations that Tibetan teachers and students face today as well as their strengths and aspirations for an improved bilingual education system through which teachers can teach better, students can learn faster, achieve higher, and consequently communities can prosper. It presents the experience and lessons learned from the Gannan Tibetan Bilingual Education Project in Gansu Province, a bilingual teacher training project for Tibetan primary teachers, supported by the UK Department for International Development in China in collaboration with the Gansu Provincial Department of Education. This experience can provide insight and useful information for educators, policy-makers, and governments in the design and implementation of similar bilingual teacher professional development projects in countries where minority and indigenous people live. [More] Descriptors: Bilingual Education, Foreign Countries, Politics of Education, Bilingual Teachers
(2016). Connecting the Present to the Past: Furthering the Research on Bilingual Education and Bilingualism, Review of Research in Education. The authors of this chapter review empirical studies that have been conducted in bilingual education to propose a future research agenda that incorporates the most recent evidence on the effectiveness of bilingual programs, advances in neuroscience, and the body of evidence of the benefits of being bilingual and biliterate. They first describe the historical and sociopolitical precedent of how bilingual education came to play a determinant role in U.S. education. Next, they summarize reviews that have been conducted examining the effects of bilingual education on the academic performance of English learners from 1985 until 2003. They then review the research on bilingual education since 2003. Although the majority of studies reviewed focused on reading, the authors also found studies that compared the effects of bilingual programs on other academic outcomes such as writing, science, and mathematics, inside and outside the United States. In addition, they address the benefits of bilingualism on cognition and discuss the research on cross-linguistic transfer to help the reader better understand the transfer of skills between the native language and the second language within the context of bilingual programs. They end the chapter with recommendations for future research. [More] Descriptors: Educational Research, Bilingualism, Bilingual Education, Futures (of Society)
(2016). A Potentially Heteroglossic Policy Becomes Monoglossic in Context: An Ethnographic Analysis of Paraguayan Bilingual Education Policy, Anthropology & Education Quarterly. Ethnographic and discursive approaches to educational language policy (ELP) that explore how policy is appropriated in context are important for understanding policy success/failure in meeting goals of educational equity for language-minoritized students. This study describes how Paraguayan national policy for universal bilingual education successfully disrupted the traditional exclusion of Guarani from education, but it has failed so far to disrupt hegemonic monoglossic ideologies that continue to exclude Guarani-dominant students from high-quality education. [More] Descriptors: Bilingual Education, Educational Policy, Spanish, Ethnography
(2013). Racial Threat and White Opposition to Bilingual Education in Texas, Hispanic Journal of Behavioral Sciences. This study examines local contextual conditions that influence opposition to bilingual education among non-Hispanic Whites, net of individual-level characteristics. Data from the Texas Poll (N = 615) are used in conjunction with U.S. Census data to test five competing hypotheses using binomial and multinomial logistic regression models. Our results support a "racial threat" hypothesis, suggesting that increasing opposition to bilingual education among Whites corresponds to changes in the Hispanic population. We find opposition to bilingual education among non-Hispanic Whites to be most pronounced in areas with substantial growth in an already sizeable Hispanic population, and least pronounced in areas of high growth rates and historically low proportions of Hispanics. Importantly, our results highlight the relevance of the interaction between minority group size and minority growth rates in generating majority opposition to bilingual education programs in the United States. [More] Descriptors: Educational Attitudes, Minority Groups, Bilingual Education, Whites
(2016). Between Language as Problem and Resource: Examining Teachers' Language Orientations in Dual-Language Programs, Bilingual Research Journal. Using a case study methodology, the article examines the language practices of two third-grade bilingual, dual-language education teachers as they prepare their students for their state's standardized assessment. Findings revealed that both teachers taught in between the contradicting tensions of the language-as-problem and -resource orientations that simultaneously valued bilingual language practices but also positioned bilingual education and development as problematic to success on an English state test. Without a more concerted effort toward Bartolomé and Balderrama's "ideological clarity" among educators and recentering of a language-as-right orientation in bilingual education, there is a danger that the benefits of bilingualism and the opportunity for bilingual development may not be extended to subjugated language communities. [More] Descriptors: Case Studies, Elementary School Students, Elementary School Teachers, Bilingual Education
(2016). The Curious Case of the Deaf and Contested Landscapes of Bilingual Education, Equity & Excellence in Education. In this article, the authors examine deaf education as a "curious case" to prompt thinking about issues of language inequities. The authors argue that tying the fortunes of deaf students to those of other language minority students provides opportunities for new insights into policies and practices of deaf education as well the education of other language minorities in American schools. The authors provide a case example of successful deaf bilingual education that challenges the equation of deaf communicative difference with academic failure. They conclude with a discussion of American bilingual education history and how a consideration of the "curious case" of deaf education opens up possibilities for expanding understandings of more general issues of language difference in education. [More] Descriptors: Deafness, Bilingual Education, Minority Group Students, Assistive Technology
(2015). "What about Bilingualism?" A Critical Reflection on the edTPA with Teachers of Emergent Bilinguals, Bilingual Research Journal. Amidst the debates surrounding teacher quality and preparation programs, the edTPA (education Teaching Performance Assessment) has emerged to assess future teachers through a portfolio-based certification process. This study offers the perspective of three faculty members who participated in an experimental configuration of edTPA implementation for student teachers in Childhood Bilingual Education, Bilingual Special Education, and TESOL in a large teacher education program. This article highlights implications of the edTPA for bilingual education and TESOL students and faculty. The findings reveal how the edTPA does not directly address teaching bilingually and the resulting ramifications of teacher candidates' clinical experience and preparation to work with emergent bilinguals. [More] Descriptors: Teacher Certification, Portfolios (Background Materials), Bilingualism, Bilingual Education
(2014). Conciencia Con Compromiso: Aspirantes as Bridges for Latin@ Bilingual Learners, Association of Mexican American Educators Journal. The study examined the influence of culture on the desire of a group of six aspirantes (Spanish/English bilingual education teacher candidates) from Texas to become bilingual education teachers of Latin@ bilingual learners. Chicana/Latina feminist thought is utilized as a lens to understand the role teacher education programs can play in helping teacher candidates explore their cultural backgrounds and critically assess hierarchical systems of oppression. Incorporating Latina teacher candidates' cultural resources in teacher education programs can prove beneficial in preparing all teachers to meet the strengths and needs of Latin@ bilingual learners. [More] Descriptors: Cultural Influences, Bilingual Education, Spanish, Teacher Education
(2017). Factors Influencing the Likelihood of Choice of Gaelic-Medium Primary Education in Scotland: Results from a National Public Survey, Language, Culture and Curriculum. This paper investigates the factors influencing the likelihood of choice of Gaelic-medium primary education in Scotland by means of the analysis of a national survey of public attitudes conducted in 2012. Binary logistic regression is used to investigate the association of five dimensions found in previous literature to be associated with the choice of Scottish Gaelic-medium education: (i) demographic characteristics, (ii) exposure to Gaelic, (iii) cultural and national identities, (iv) views on the future of Gaelic and (v) views on Gaelic in education. The present research found views about Gaelic in education and views on the future of Gaelic to have the greatest explanatory power in predicting likelihood of choice of Gaelic-medium education, for demographic characteristics and "cultural and national identities" to have substantial explanatory power, and for exposure to Gaelic to have low explanatory power. The paper uses Baker's three contexts for the growth of bilingual education in Wales–bilingual education as language planning, as pedagogy and as politics–as its explanatory framework, and shows that these three contexts also underpin the potential growth of Gaelic-medium education in Scotland. Potential implications for policy and for methodological approaches to studying choice of bilingual education are presented. [More] Descriptors: Language Usage, Language Minorities, Language of Instruction, Second Language Learning